Journal Didaskalia

E-ISSN: 2621-8054
P-ISSN: 2622-1667

UNDERSTANDING PHILOSOPHY AND IDEOLOGY

PRESENT EDUCATION

Lanny Laras1) Daniel Tumbel 2)

1) Sekolah Tinggi Teologi Injili Indonesia-Surabaya

E-mail: lanny_laras@yahoo.com
2) Sekolah Tinggi Teologi Injili Indonesia-Surabaya
E-mail: lannylaras@outlook.co.id

Abstract
Modern methods of education are structured on the basis of modern ideological and
philosophical. Various methods of a human nature or humanism, make the human being
the center or center of learning. Modern science has created a great many moral
problems in the environment of modern society. It is generally worrying that modern
education is influencing values to children. Moral values can be taught through
literature and textbooks but nevertheless the atmosphere or atmosphere of learning also
needs to be considered. The modern view considers that with the education of good
ethical values, children will automatically turn out to be good. If the situation or
environment is improved structurally and economically, education and good moral
ethical values, then society will automatically also change for the better. Is that really
the case? The reality that is happening in the world is very contradictory.

Keywords: Educational philosophy, Present-day education, John Dewey, Theodore B.

Brameld, Educational Ideology

INTRODUCTION of education." [1] He

There are many modern thoughts
in today's world of education. Some of
them are John Dewey and Theodore
Brameld. Both are educational figures
who greatly influence the world of
education today. John Dewey wrote in
his writings, "if we are willing to
understand education as a process of
forming fundamental, intellectual and
emotional opinions about nature about
fellow human beings, then philosophy
can be formulated as "a general theory
continued later, "(hence) education is
not subordinated (subordinated) by
anything to save more education."[2]
: There is no better way to realize
what the purpose of philosophy is
when he is alive, not when it
becomes an 'antique', except by
asking ourselves what criteria, what
goals, and what role models, should
control education policies and their
implementation. Such questions, if

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asked and answered systematically,
will shed light on the following: that
which is morally and intellectually
the basis of human activities . . . [3]
RESEARCH METHOD
The research method used in this
research is the Library Research Method.
Literature research is a type of
qualitative research that is generally
carried out by not going into the field in
search of data sources so that this
research is carried out only based on
works, including research results both
already and not.
Literature research has four main
characteristics, namely:
1. Researchers directly deal with text
(nash) or numerical data and not with
direct knowledge from the field or
eyewitnesses in the form of events,
people, or other objects.
2. Library data is 'ready to use. This
means that researchers do not go
anywhere, except to deal directly with
source material already available in the
library.
3. Library data are generally secondary
sources, which means that researchers
get material from second-hand and not
original data from first-hand in the field.
4. The condition of library data is not
limited by space and time. Researchers
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deal with static, fixed information.
There are 3 kinds of library
research, namely: 1. Study of Thought
Figures, 2. Analysis of Textbooks, and 3.
Study of History.
The method used in this paper is
Research on Character Thinking.
Thought research seeks to explore or
understand specific thoughts through the
works left behind. The work can be in
the form of books, letters, messages, or
other documents that reflect his thoughts.
In this journal, the authors focus on John
Dewey and Theodore Brameld on the
philosophy and ideology of
contemporary education. Both are
figures of modern thought that are very
influential today.
RESULTS AND DISCUSSION
A. Three Modern Approaches to
Educational Philosophy.
Considering the development of
Education in recent years, it seems that
what Dewey calls for contains many
things that need to be taken into account.
If the ability to formulate a philosophy
[4] is the highest and most systematic
development in human reasoning, then
the philosophy of education is very
important and vital.
On the other hand, the philosophy
of education is a very difficult subject for
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discussion. There is something that plays
no small role in making philosophy
difficult to talk about, namely the fact
that it has traditionally been approached
in at least three fundamental ways: First,
as an active process of 'educational
philosophizing', using problem analysis
or analytical approaches; second, as a
formal systems approach in which the
fundamental systems of philosophy —
for example, realism and idealism — are
applied to education; and third, behind
the guise of philosophy of education that
more or less contains the color of the self
(beliefs, personal predictions) of the
person with that philosophy.[5]
A. Problem Analysis
In the approach commonly called
'problem analysis', there is generally no
attempt to formulate a specific
educational philosophy. Instead, the
emphasis is on "philosophizing"[6] in
relation to certain educational problems
(usually various theoretical situations
related to educational goals or
objectives, the nature of the curriculum,
or teaching methods and learning
activities) that enter the intellectual
analysis. Most types of philosophical
analysis of this kind involve one or more
of the following approaches:
1. semantic analysis, where an attempt is
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made first to clarify the meaning of
certain terms or statements used in
educational discourse
2. rational analysis, in which the first
attempt is made to determine whether a
particular form of reasoning is logical
and properly structured (coherent), or
not.
3. empirical analysis, where the essence
of the effort is directed to determining
whether certain statements can be proven
to be real (factual) based on accepted
experimental verification procedures,
usually by the scientific method.
There are several examples of
using this analytical approach. Using
problem analysis, for example, books
such as Ethics and Education, Karva R.S.
Peters, Conditions of Knowledge, by
Israel Scheffler, and An Introduction to
Analysis of Educational Concepts by
Jonas Soltis.[7]
Many philosophers assume that the
problem analysis approach is
intrinsically neutral (or, at least, more
objective than more systematic
approaches to educational philosophy,
because a problem analyst only uses
internal criteria, such as the stability or
consistency of logic and clarity of
language (linguistics) Such a criterion
can be accepted by a variety of different
philosophical positions regardless of
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more specific differences. The second approach, which is

Some of it is true, but such perhaps the most commonly used
assumptions are also misleading. There approach to the philosophy of education,
are at least two things that show that is the formal systems approach (or
philosophical analysts do more than just “philosophical systems as applied to
philosophize about problems. First, it education”). This approach is used by J.
analyzes certain statements or ideas that Donald Butler in his book Four
have been selected, which have already Philosophies and Their Practice in
been identified as relevant and Edification and Religion. This method
problematic statements or reviews. This traditionally accepts philosophical
step already involves philosophical systems (such as idealism, realism,
predictions. Second, if he does existentialism, and pragmatism) - which
something more than just clarify the are identified and formulated, while their
meaning of language and logic, he will implications for the organization and
be involved in determining the value implementation of education are
(evaluating) the truth of a statement or systematically developed. This approach
idea. Here the problem analyst will do so is usually implemented in three steps:
based on his own assumptions about 1. identification (introduction) of
what evidence needs to be present to fundamental philosophical systems (such
show that the statement or idea is true, or as realism or idealism)
false. Even if this activity is followed by 2. giving examples of these
the demand for scientific proof of philosophical systems, usually by
knowledge claims, and no further, it still presenting the philosophy of one or more
implies an unspoken commitment (or particular 'spokesmen' for each system
tacit commitment) to a certain set of (eg Aristotle's philosophy as an example
philosophical beliefs about what it is of classical realism)
possible to know and how it is possible 3. the presentation of the
to know. that matter. So it is neither educational philosophy implied or
neutral nor more objective than other, included in the various philosophical
more systematic approaches to systems. (For example, discussions of
educational philosophy. educational 'perennialism' are usually
attributed to Aristotle, the classical
B. Formal Systems Approach [8] realist).

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In J. Donald Butler's
aforementioned book, he takes a position
that is more or less representative of the
formal systems approach; he summarizes
the position of an idealist in relation to
educational philosophy as stated below:
1. The teacher is the creator of the
student's educational environment and a
source of inspiration for him.
2. An important and valuable way
in which student responses are generated
is through imitative activities, especially
if directed by role models in terms of
creative work and virtuous teacher
personalities.
3. Another stepping stone towards
student responses is interest. It is better if
interest is the basis of most student
activities. Sometimes, of course, it must
be accompanied by the student's own
efforts to apply it. And occasionally
these efforts may need to be
strengthened by the emphasis on
discipline from outside the student.
4. In all teacher actions, the result
that must be achieved is an active
response from those who are learning
(students). Only when the student
becomes attached to activities on his
own initiative can growth and self-
development begin.
5. As for the curriculum, if you
want to achieve stability in education
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and in students, there must be a lot of
objective curriculum content and lots of
textbooks. However, if education is not
intended to be merely a sharing of
knowledge, then the curriculum must be
more than textbooks and subjects must
also include direct experience linked
with actuality.
6. Teaching methods should be
used in such a way as to create a fleeting
feeling of tension (suspense) in the
student, a tension that can only be
resolved through his own decisions or
active efforts. Questions from the
discussions will be very useful for this
purpose, but it is also very useful if given
solid instructions, for example through
lectures, as well as directing student
activities, as in projects involving
constructive and creative work.
Others who choose to use a formal
systems approach tend to prefer less
direct relationships between
philosophical systems and educational
theory. This method, which is perhaps
the most popular among those who have
recently adopted a formal systems
approach, seeks to find a conformity
between various philosophical systems,
on the one hand; on the other hand, he
seeks to find far more limitless theories
called “educational philosophies” –
theories that are seen as having more
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specific implications for educational reconstructionists. While existentialists

practice at the 'very less abstract' level. — unless this term is used to denote an
This approach contains the notion that educational philosophy or a
philosophical systems are coherent, philosophical system in general — tend
which includes full consideration of the to be seen as a progressive,
larger problems of education. reconstructionist, or both.'
It is often stated, for example, that
conservative philosophies — that is, C. Educational Philosophies
systems of absolute belief based on The third approach is based on the
metaphysical presuppositions, such as belief that it is possible to identify and
classical realism and idealism — formulate educational philosophies that
logically exclude certain educational are separate from other types of
beliefs. Thus, for some philosophers of philosophers (which are not educational
education, it could be argued that all philosophies). Also that educational
idealists (often including Aristotelian philosophies are at least seen as
and Thomistic realists as philosophical philosophies that, conceptually, can be
successors to Thomas Aquinas) tend to separated from the formal systems of
be viewed as educational perennials—a traditional philosophical thought.
philosophical position that is similar but In other words, if the formal
not quite as long ago as the educational systems approach (which still plays a
intellectual as the term is used. in the very important role in the philosophy of
conceptual model that will be developed education) tends to start its study with
here. The more contemporary, or the highest general philosophical
'scientific' realists (unless their similarities, or with generalizations, then
orientation is very traditional) tend to be move towards the specifics of
regarded as educational essentialists — philosophy in the field of education on
that is, a position that in many ways the basis of reference. rational; the
relates to the ideology of educational approach to educational philosophies
conservatism. tends to negate this procedure. It begins
Those who hold a pragmatic with more specific designs, usually in the
philosophical view are presented as area of social ethics studies, which are
progressive educators, or, if they adhere more directly related to the fundamental
to a radical political direction, as social problems of schooling. Then he

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organizes or organizes the principles and theories, usually in the area of the study
policies into a logical system of ideas of social ethics, and these less abstract
about the nature and purpose of considerations are used as the basis for
education. establishing a comprehensive approach
The term social ethics covers areas to various schooling problems. In other
of study that are usually described as words, rather than starting with a system
moral philosophy and political of fundamental philosophical principles
philosophy. Both are referred to as and systematically developing their
ethics, in the sense of a general theory of applications and implications for
interpersonal (interpersonal) schools, the educational philosophies
responsibility, and are linked to the approach tends to operate at a less
practical implications and/or application 'exalted' level; it focuses on educational
of certain ethical positions in social expressions in major contemporary
action. philosophies. After that, in the second
In this approach, there is little priority level (and even if there is a
attempt to trace these particular number two priority), then they are
educational philosophies back to more involved with the first really basic
fundamental differences in the area of philosophical principles, which often
traditional first philosophical principles. underline this kind of the point of view.
[9] A. Second, the approach to
Approaches to educational educational philosophies tends to focus
philosophies differ in two fundamental on two fundamental questions in
ways when compared to approaches that education: a. What basic relationship
center on educational conclusions in exists between the school and the
established philosophical systems. First, community? (How should educational
educational philosophies are not really goals relate to overarching social goals?)
philosophies in common sense. They do B. What are the implications of
not start from an ordered (coherent) this relationship in terms of the nature
system of general beliefs, which are and structure (nature and organization)
directed to the fundamental of teaching? (What are the goals of
philosophical questions of 'knowing' and education, and how should they be
'knowledge'. embedded in the curriculum and teaching
Instead, they use intermediate instructions?)

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called dots. view of 'Sociology of

B. Classification of Educational Education' which is generally associated
Philosophy According to Theodore with the ideas of Karl Marx and Karl
Brameld Mannheim. Karl Marx (1818-1883), Karl
A first-rate educational theorist, Mannheim (1893-1947).
who has developed an expression with The origins of sociological
an approach to educational philosophies, epistemology are difficult to trace.
is the famous educational philosopher, Brameld's point of view does not seem to
Theodore Brameld. Brameld was a derive from Marx's and Mannheim's
successful writer, and he has been an approaches to the sociology of
influential figure in American knowledge, but perhaps both are closer
philosophy of education for more than a to Brameld's than the other. What is
generation. Brameld's ideas are exposed important to note is that Brameld was not
in a number of books, but the most a Marxist because it would be
effective is perhaps the Philosophies of misleading if the proposed
Educational in Cultural Perspective and reconstructionism was steered toward
Toward a Reconstructed Philosophy of Marxist predictions about the nature of
Education. The first was published in reality.
1955, the second was published in 1956. Closely related to the four
[10] approaches to educational philosophy,
Brameld, like Butler, also presents according to Brameld, there are four
a variety of educational philosophies. basic educational philosophies which he
But Brameld uses a fundamentally calls perennialism, essentialism,
different classification of distinctions progressivism, and reconstructionism.
from Butler's four systems of educational [11]
philosophy. The classification of the According to Brameld,
basic approach to philosophy according perennialism is basically a point of view
to Brameld is as follows: the classical in which the worthy goal of education is
philosophical tradition developed from "possession of the principles of reality,
the theories of Plato, Aristotle, and Saint truth, and value; eternal, timeless,
Thomas Aquinas, more modern spaceless".[12] Perennialism has its roots
expressions of realism and traditional in a philosophical tradition that can be
idealism, pragmatism, what might be traced back to the philosophies of Plato,

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Aristotle, and Thomas Aquinas, and it level is "the theory of correspondence of

proposes the existence of unchanging knowledge", which believes that truth
and universal patterns that underlie and appears to represent (or correspond to)
determine all objects and events that objective facts. as an overarching social
exist in reality. (actual objects and philosophy, essentialism represents "a
events). The overarching cultural contemporary policy and program of
perspective in perennialism is highly cultural preservation"[15] reflecting the
regressive; it seeks to restore the classical humanism that developed
absolute standards that governed the during the Enlightenment and Revival
ancient and medieval world and is (Renaissance) in the 15th century and
inherently opposed to genuine reached its peak in the mid-nineteenth
democracy. century.
Essentialism, on the other hand, In terms of progressivism, the main
holds to the main statement that "the goal of the school is to increase practical
universe and all its elements are intelligence and to make students more
governed by all-encompassing laws and effective in solving various problems
pre-established orders, therefore man's presented in the context of experience in
main task is to understand these laws and general. Characteristically, this "worldly,
orders so that he can appreciate and exploring, active, evolutionary"
adapt them to their [13] For an educational progressive[16] is primarily
essentialist, the main goal of schooling is oriented towards "an interpretation of the
to introduce students to the basic liberal way of life in American culture".
character of the ordered universe, by Philosophically, progressivism is
introducing them to cultural heritage. supported by the philosophy of
Philosophically, essentialism is based on pragmatism. It does not provide
the classical principles of modern definitive final answers, and it does not
realism and idealism. validate its conclusions through
The ontology can take the form of behavioral consequences.
"objective realism, which holds that Finally, reconstructionism, holds
reality is a substance (substance) of that schools should be "dedicated to the
matter; or objective idealism, which achievement of a global democratic
holds that reality is essentially spiritual". order".[17] Philosophically, a
[14] His epistemology at the highest reconstructionist believes that theory is

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at its peak inseparable from the social then society will automatically change
setting in a particular historical era. for the better. Therefore, various
Mind, then, is the output or product of methods and best teaching methods are
life in a particular society at a time. presented to children and the
community.
However, in reality, what is
happening in various big cities of the
CONCLUSION
world, where the education and the level
Modern educational methods are
of people's lives are getting higher, it
structured on the basis of these modern
seems that moral values are getting
ideologies and philosophies. Various
lower and the crime rate is increasing.
methods that are human-centered or
The values of togetherness and love are
humanism, make humans the center or
becoming very rare and egocentric and
center of learning. Tara Chand Sharma
only thinking about oneself becomes
writes that there are four modern
something that is exalted.
teaching methods being developed today.
So it turns out that ideological,
The four methods are constructivism,
philosophical, and modern methods or
comprehensive learning, conceptual
ways that logically seem extraordinary,
pedagogy, and the internet.[18]
do not guarantee the success of moral
Modern science has created a lot of
education in society. There are other
moral problems in modern society. It is
factors that must always be considered,
generally worrying that modern
namely factors from within humans
education is influencing children's
themselves.
values. Moral values can be taught
through literature and textbooks,
REFERENCES
however, the learning atmosphere also
[1] John Dewey, Democrazy and
needs to be considered. The modern
Education, New York: Macmillan Co.,
view considers that with the education of
1916, p. 45-46.
good ethical values, children will
[2] Ibid., p. 60.
automatically turn out to be good. If the
[3] John Dewey, Progressive Education:
situation or environment is improved
The Ideal and the Reality, edited by
structurally and economically, with good
Ronald Gross, The Teacher and the
education and moral and ethical values,
Taught, New York: Dell Publishings Co.

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, 1963, p x. Philosophy of Education, pp. 4 – 19.

[4] namely a comprehensive set of views [12] Ibid., p. 11.
in lines (generalizations) that are at the [13] Ibid., p. 8.
peak of meaningful abstraction, the type [14] Ibid
of generalization that allows a person to [15] Ibid., p. 5.
organize his behavior as a whole [16] Ibid.
systematically and with the least [17] William F. O'neil, p. 23
inconsistency (inconsistency) and self- [18] Tara Chand Sharma, Modern
contradiction (contradiction) Methods of Teaching Moral Values
[5] William F. O'neil, Educational (England: Sarup, 2002) p. 22.
Ideologies (Jogyakarta: Pustaka Pelajar,
2001), p. 12.
[6] See Thomas katen, Doing Philosophy
(New York: Prentice Hall, 1973).
[7] Richard S. Peters, Ethics and
Education (Chicago: Scott, Foresman &
Company, 1966), Israel Scheffer,
Conditions of Knowledge (Chicago:
Scott, Foresman & Company, 1965), and
Jonas Soltis, An Introduction to Analysis
of Educational Concepts (Massachussets:
Addison Wesley Co., 1968).
[8] J. Donald Butler, Four Philosophies
and Their Practice in Educational and
Religion, revised ed., (New York:
Harper & Brothers, 1951), p. 261-262.
[9] William F. O'neil, p. 20.
[10] Theodore B. Brameld, Philosophies
of Educational in Cultural Perspective
(New York: Dryden, 1955), and Toward
a Reconstructed Philosophy of Education
(New York: Dryden, 1956).
[11] Brameld, Toward A Reconstructed

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